This document discusses the Affective Effective Language Teaching Method (AELTM), which aims to teach English in an effective way by encouraging affective attitudes in students. It summarizes Krashen's theory of second language acquisition and emphasizes reducing anxiety and promoting meaningful interaction. The method considers students' multiple intelligences and uses techniques from suggestopedia and behaviorism. Activities focus on building background knowledge, lowering anxiety, and making learning enjoyable and relaxed. The teacher's role is to create a supportive environment where students feel confident to experiment with the language.

1. Licenciatura en Enseñanza del Ingles
Metodologia de La Enseñanza del Inglés como Lengua Extranjera
Teacher: Ireri Armenta
Eduardo Hernández Rangel
AFFECTIVE = EFFECTIVE LANGUAGE TEACHING METHOD
"A CQUISITION
REQUIRES MEANINGFUL INTERACTION IN THE TARGET LANGUAGE -
NATURAL COMMUNICATION - IN WHICH SPEAKERS ARE CONCERNED NOT WITH THE FORM
OF THEIR UTTERANCES BUT WITH THE MESSAGES THEY ARE CONVEYING AND
UNDERSTANDING ." S TEPHEN K RASHEN .

3. INTRODUCTION
The present method gives an idea about how to teach in the Language English
Classroom in an effective way encourage the students with affective attitudes. The
method considers the human being as an organism capable to reach any objective that
seems impossible to reach and it considers aspects about multiple intelligences,
suggestopedia and physical responses.All this based on what the students want to
learn.
THEORY OF LANGUAGE
According to Krashen's theory of second language acquisition it consists of five
hypotheses.
Acquisition-Learning hypothesis,
Monitor hypothesis,
Natural Order hypothesis,
Input hypothesis,
Affective Filter hypothesis.
Krashen states that all humans being have two ways to perform a second language,
'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is a
process very similar on how a child learns the first language. In this system interaction
has a very important value in which for speakers the form is not important; the most
important goal is the utterances in the communicative act.
The 'learned system' or 'learning' is formal instruction needed to acquire conscious
knowledge about the language for example knowledge of grammar rules.
AELTM encourage the student use the language in any situation, providing the
necessary skills for them.
Although Lozanov in 1978 states that suggestopedia and other method based on
Affective filter hypothesis do not have a visible language theory it helps acquiring habits
of speech by doing emphasis on memorization of vocabulary.
For this reason the method I propose emphasized thebehaviorist and humanismtheory
of language since my method reflects the learning perspective based on the proposition
that all things that an human being do, including acting, thinking and feeling are
considered as behaviors.

5. THEORY OF LANGUAGE LEARNING
In suggestopedia method, Lozanov does not propone a language learning theory but
since my own view there are some consideration on it (Affective effective language
teaching method). Language learning principles are generally sorted into three
groups: cognitive, affective and Linguistic principles. Principles are seen as theory
derived from research, to which teachers need to use in classroom and these method
emphases the affective principles as the main factor in which the students can reach an
effective language learning.
Affective principles involve developing new language and new mode of thinking - a new
language "ego", involves risk-taking and experimentingbeyond avoiding embarrassing
situations that can reach better retention.Learning a language also involves learning
about cultural values and thinking.
Krashen and Terrell, in 1983, said that one of the most important considerations for
learning a new language is to have interest in it and to be stimulated and to promote
conditions of very low anxiety in class. When students enjoy the class doing new and
different activities, their Affective Filter is low and they learn better.
There area a lot of changes that have been affected the pedagogical methods in
teaching English area, but one of the most important changes is that now the instruction
of English as second language acquisition is centered in the student. This change has
obligated to propone new rules, conditions and
attitudes, especially for the teacher. Pedagogical changes have understood that for
reach an effective English acquisition the instruction must be affective, it must exist a
close relation between teachers and students. Both parts should negotiate the
importance that hasto teach and to learn inside the classroom. For reaching a better
learningactivity the teacher should become more dynamic and the students should show
a positive attitude towards the teacher and their partners.
According to the theory of language learning, my method (AELTM) offers and affective
and effective learning due to the students who are motivated, and relaxed about learning
the target language have much more success learning and acquiring a second language
than those who are not.

7. DESIGN
O BJECTI VE S
Affective effective language teaching methodhelps to produce conversational patterns
quickly due to the fact that the students feel comfortable in the classroom.
According to the affective filter hypothesis by Krashen, certain emotions, such as
anxiety, self-doubt, and mere boredom interfere with the process of acquiring the
language. Low anxiety between the speaker and the listener helps to have a better
conversation between them and both are capable to understand. Reducing this negative
emotions maximize the efficiency of the process.For this reason, helping the student to
reduce anxiety encourage them to produce language very quickly. As such, individuals
who are able to handle frustration, control emotion and get along well with other people
are invariably more successful.
Awareness in this direction will enable individuals to recognize the importance of
spending time in self-reflection (introspection), according to Garner, H. (1983), learning
impulse control, developing perspective taking skills, valuing intrinsic over extrinsic
motivation, handling relationship better and recognizing and responding better to
learning process.
S YLLABUS
There is no syllabus in Affective, Effective Language Teaching Method, but any other
syllabus can be used, the most important consideration is between any activity is to
encourage the student to know more about their self as an individual and whole person
in order to get the best habits to assimilate the language.
T YP ES OF LE AR NING AND TE ACHING AC TI VI TIES
The essential consideration in this method is that the students must be relaxed at all and
teachers should be creating a good class’ environment in order to reach an unconscious
affective and effective learning process.
Some types of activities can help to be aware and improve the student's learning. These
types of activities were selected for this method because they focus on the behaviorism
attitude.
1. Adapting
Adapting the lessons by changing the language, speed, and execution, in this way, the
student can understand well regardless of their English level.

8. 2. Building background
Every student has a prior knowledge about some topics so build background for each
lesson. Using visuals elements in order to build background knowledge.
3. Comprehensible language
Simplify the language when instructions or directions are given.Speak in normal volume.
4. Filter (Affective)
Highly recommended due to affective effect that cause on the student’s participation and
motivation to speak. The students’ motives, needs, attitudes, and emotional state cause
the filter. The teacher can affect this filter in the way they create and manage the
classroom climate to accept differences between them.
5. Take responsibility for your own learning!
Choosing content of interest, that the students want to listen and read. Try the students
discover their own language, like a child. A teacher cannot teach you to become fluent,
but the student can learn to become fluent if they want to.
6. Relax and enjoy yourself!
Do not worry about the student that cannot remember easily, or cannot yet understand
well.The language will gradually become clearer in their brain, this will happen on a
schedule that the teacher cannot control.
L E AR NER ROLES
Teachers and students need to know what kinds of activities are more effective for them.
They should be conscious about the personality development in order to be success in
language learning process.
T E ACHER R OLES
According to Lozanovteachersshould show some behaviors that contribute to the
suggestopedia and are taken for Affective, Effective Language Teaching Method. The
role of the teachers and what they do in the classroom is the main reason of the method
due to they are the major motivator in the learning process, if the teacher do not take the
role consciously, the method is not successfully. Some guidelines for the teacher are
described here and they are based on suggestopedia and behaviorism.
1.Belief in the method and show confidence.
2. Avoid fastidious conduct.
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9. 3. Create a good environment and spread confidence in the students.
4. Respect the students and do they respect between them.
5. Show a great enthusiasm.
6. Consider the strengths and weakness of the intelligence in all the students
(theoretical, pedagogical and practical).
7. Encourage commitment in the language learning.
8. Tell stories about success English students.
9. Tell about what they can reach learning English.
10. Link your life’s experience to their concepts.
11. This method is based on reduce the stress in the students, this permit better
learning. Using humor to lower stress and anxiety produce good Communications and
little by little they produce the language.
R OLES OF M ATER IALS
Textbooks and other realia can be used. The textbook should have emotional force,
literary quality, and interesting characters.
Flash cards, games, educational software and so on.
Activities and material can be adapted according to the intelligence.
The use of technology in English language teaching should be maximized
since the technology and MI provides a winning combination. This means that
English teaching with technology is believed to influence students’ learning
more than any other medium.
PROCEDURE
According to this method, teachers should identify activities they usually do in their
classroom and select those that permit maximize the learning according to the
integration of multiple intelligences, suggestopedia, physical responses, and natural way
of learning. For this reason this method proposes the following simple guidelines.
1. Use non-verbal language. Facial expressions, hand gestures, and other non-
Questions 2008
verbal communication are a great way to overcome the language problems. Use
movements to associate vocabulary or tenses.
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10. 2. Teacher should offer a great support for the student who has trouble functioning
in groups. Look for something of personal significance in whatever you are
teaching.Try to answer questions about why it matters to you and how you can
use the information.
3. Use visual aids. Picture is worth a thousand words. Visual elements keep
lessons interesting for the students.
Cooperativelearning in theclassroom. Students have, in some cases, zero
opportunity to interact with the teacher. Group work gives students an
opportunity to practice the language. Two to five people are highly
recommended. They will feel free to interact and are expected to do so;
perfect for extrovert students.
Discusstopicwithsomeoneelse.
Teachwhatyou are learningtosomeoneelse.
Compare notes withsomeoneelsetakingthecourse.
4. Create a good atmosphere. Students are self-conscious about their lack of
English ability and will thus be unsure to use it. The teacher should create a safe
and supportive environment, in which the students will be relax and comfortable
experimenting with the language.
5. Play appropriate background music as you think about the topic. Try to choose
music that represents what you are learning. It causes to have a relaxed
classroom.
CONCLUSIONS
In the English language acquisition, students are affected by many factors likesocie-
economic, cultural background, age, ability to learn, and so on, but one of the most
effective is motivation and affective attitude through them. Affective attitude lets to the
student to have a desire to learn more since studies on
motivation show that motivated students are more successful in second language
learning. Affective teaching strategies help to promote positives attitude formation
and provide effective attitude. It is a highly persuasive instruction that involves the
students emotionally. Finally, affective conducts in the classroom provides students with
an opportunity to express emotions and positive attitude through language learning, and
responds with positive reinforcement. Including these qualities inside the classroom
provides positive behavior in the student and as a result, the learning process is more
effective.
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11. REFERENCES
Richards, J. and Schmidt, R. (2002) Longman Dictionary of Language Teaching
and Applied Linguistics (3rd edn.) London: Longman.
Lozanov, Georgi, Suggestology and Outlines of Suggestopedy, New York:
Gordon & Breach 1978 (Translation of: NaukaiIskustvi, Sofia 1971).
Garner, H. (1983). FramesofMind. New York. Basic Bok Inc.
Maria del Rosario de Lima Botelho (2003). Multiple Intelligences theory in English
Language Teaching an Analysis of Current Textbooks, Materials and Teachers
Perceptions. Thesis from College of Arts and Sciences of Ohio University.
Richards, J.Rodgers, T. (1991). Approaches and Methods in Language Teaching.
USA. Cambridge University Press.
Hassan-Pasha Sharifi (Ph.D). The Introductory suty of Gardner’s multiple
intelligence theory, in the field of lesson subjects and the student’s compatibility.